When I first started using a laptop in high school, I wondered if I would “stand out” or if other people would notice that I was using assistive technology for low vision and dysgraphia (poor handwriting). I wasn’t really worried about people noticing that I had trouble seeing, because that had been obvious to anyone who interacted with me during my first semester of high school— I had trouble copying information from the board, I found it challenging to read assignments with small print, and I didn’t have textbooks I could read. My vision was far from perfect, and unfortunately so were my grades.
Within a few months, everyone started to notice that my grades were improving and that I could access information independently. In some of my classes, I even started to “stand out” as the student who knew the answers to the majority of the questions asked in class, instead of as the student who would take a guess over what was written on the board and often being wrong. That said, I had to put in the effort to learn how to use my laptop effectively as a student with low vision.
To help other visually impaired students, I have developed a list of tech skills and strategies for using a laptop in high school effectively with low vision, informed by my experiences as an assistive technology specialist and as a former high school student with low vision/current PhD student who uses a computer in the classroom. This can be helpful for students who are looking to prepare to use a laptop for high school (or improve how they use laptops with accessibility settings), as well as for teachers looking for ideas that incorporate the Expanded Core Curriculum for visual impairment (ECC) and assistive technology.
Choosing an operating system for a school laptop: Windows, MacOS, or ChromeOS?
Short answer: Windows and MacOS offer similar accessibility features. My school(s) use Windows, so that is what I use. I don’t generally recommend ChromeOS because it has fewer accessibility features for low vision/blind users.
Selecting an operating system for low vision
Before choosing a laptop for school, check if there is a specific operating system or type of device that is being used in the school/school district. All of the schools I have attended have been Microsoft/Windows schools, so I used a Windows laptop to maximize compatibility with the software that my teachers would be using in the classroom. This isn’t to say that using a MacBook would have been impossible, but application features may vary between Windows and MacOS devices.
With that in mind, it is important to verify that applications or software required for school or testing/assessments can be accessed on their computer’s operating system so that they won’t have to switch between multiple devices or use an unfamiliar device for testing.
For visually impaired students, I do not typically recommend Chromebooks or ChromeOS because these types of devices do not support robust assistive technology or accessibility features like screen readers, screen magnification software, or high contrast displays. This isn’t to say those features are nonexistent, but most web applications are typically tested for accessibility using Windows applications like JAWS/NVDA/Magnifier or MacOS applications like VoiceOver/Zoom, and are not tested on ChromeOS. Chromebooks are also not typically permitted during testing, which means that students then have to use an unfamiliar device.
Also, if a student is working with a teacher of students with visual impairments (TSVI/TBVI/TVI), they will likely be using their laptop for Expanded Core Curriculum (ECC) lessons, which are designed to prepare students for using technology both inside and outside of the classroom. Since Chromebooks have less robust accessibility options, the TSVI will likely recommend a Windows computer or Mac computer instead.
Related links
- Low Vision Accessibility Settings For Mac Computers
- Low Vision Accessibility Settings For Windows 10 and 11
- Mainstream Technology and Low Vision: Computers
- Ten Lessons My TVI Taught Me
Plan for charging and storing laptops when not in use
Even though my high school laptop had a great battery life, I had to plan for how I would charge it during the day and where it would be stored when not in use, especially since I relied on my laptop to access course materials. This included planning for the following:
- Monitoring laptop battery/power levels and taking steps to manage battery life strategically without compromising accessibility features (using a dimmer screen isn’t more efficient if someone has to strain their eyes to see it!)
- Identifying locations where the laptop could be charged in each classroom, ensuring the power cord would not trip students or teachers.
- Charging the laptop at home, and remembering to pack the charger for school
- Having a “backup” accessible computer at school in case of a laptop issue, e.g. lab computer with accessibility software installed or USB dongle for running accessibility software.
- Storing the laptop in a padded case inside of a backpack, which protected the device against damage and could be transported between classes.
Since I did not use my laptop during band class, my director would let me charge it in their office if the battery level was getting low. Since band was in the middle of the school day, this was a really helpful option to have. However, students should avoid charging laptops inside of cases or backpacks as this can pose a fire hazard.
Related links
- Preferential Seating and Low Vision
- Computer Lab Accommodations For Low Vision Students
- Mainstream Technology and Low Vision: Covers and Cases
Learn to use productivity applications: Microsoft Office/Google Workspace
When using a laptop in a high school classroom (especially in blended learning/flipped learning classrooms), students will be expected to use productivity applications like Microsoft Office and/or Google Workspace to access and complete assignments. Since my first high school did not offer internet access for students, I was expected to use Microsoft applications for the following tasks:
- Open a Word document and adjust the font size (if needed) to type answers to questions.
- Format research papers and class assignments from a blank document or when using a template.
- Access slides or lecture notes, and follow along on my own device.
- Take notes and keep notes organized in a document or digital notebook.
- Complete group projects or put together presentations.
- Work with spreadsheet data or perform calculations/create graphs.
In high school, I would often complete assignments with Microsoft Word, and follow along with slides in PowerPoint. I used OneNote to keep my notes organized on my own device, and would open up Excel as needed for creating charts. For group assignments or collaboration, students were expected to use Google Docs or similar, so I was expected to learn how to use both.
I learned to use several Microsoft applications through the weekly technology classes offered at my elementary school (shoutout to Mr. V!). These were not specifically for students with visual impairments or part of developing assistive technology skills that were related to the ECC, but my teacher did show me how to use several accessibility features that were pre-installed on Windows computers. I also practiced a lot of these skills at home and outside of school, using my computer for “fun” activities like creative writing and just clicking through different application features to explore what was available.
Related links
- Must-Have Tech Skills For Online Classes
- Designing Accessible Documents With Microsoft Word
- How I Use Microsoft OneNote With Low Vision
- Inclusion in Action: My Microsoft Feature
- Mainstream Educational Technology Certifications For Teachers of the Visually Impaired
Keep assignments organized and create folders
Before I started receiving digital copies of assignments, I struggled to keep papers organized in my backpack— I once accidentally turned in a copy of my sheet music for band instead of a math assignment because I grabbed the wrong paper. While keeping digital files organized is much easier, these compensatory skills are still important to develop and can include strategies like:
- Creating folders for each class, along with additional sub-folders if needed (e.g., folder for project with several files)
- Synchronizing files/folders with a cloud storage provider like OneDrive or Google Drive to access files on any device, and/or backing up files to a USB drive.
- Using a consistent file naming convention, such as course name + assignment name + student ID. For example, I created a file called USH_Module6_Journal_VLewis for my US History Module 6 journal.
- Locating files and uploading the correct file for assignments
- Saving assignments frequently and turning on auto-save
At my second high school, my teachers and I had a shared Dropbox folder that was used for sharing digital copies of assignments and submitting completed assignments for grading. I also carried a USB drive that could be used to retrieve copies of files from my teacher’s computer, getting copies of quizzes/tests, or as a backup in case the internet was not working.
Related links
- Implementing Shared Folders For Accessible Materials
- How I Organize Digital Files For My Classes
- Make Online Learning Accessible For VI Students: Quick Start Guide
Practice typing skills and notetaking with low vision/dysgraphia
One of the main reasons I started using a laptop in my high school classes was because I have dysgraphia, a condition characterized by poor handwriting that is difficult or impossible for me (and others) to read. While typing does not “cure” my dysgraphia, developing these skills helped me use my laptop more effectively for taking notes:
- Touch typing
- Proofreading text for spelling errors or punctuation errors. Adjusting verbosity settings on a screen reader, listening to text carefully, using a braille display, or reading with large print can all support this skill.
- Using autocorrect, text expanders, or editing tools when allowed/appropriate for spelling and grammar
- Basic LaTeX, especially for math classes
- Using heading levels, including ensuring that headings are structured correctly (e.g. Heading 1 is not an entire paragraph)
- Learning to use dictation and/or audio recording (with permission)
One of the reasons why I used a laptop over a tablet in my high school classes is because I found it much easier to type on a physical keyboard compared to a touchscreen keyboard, especially when it came to long writing tasks like notes and assignments. That said, I still used my phone’s touchscreen keyboard for keeping track of assignments and using digital planners.
Related links
- Learning To Type With Low Vision
- How I Manage Dysgraphia In Online Classes
- Assistive Technology For Dysgraphia
- How I Keep Track of Assignments With Low Vision
Identify and use keyboard shortcuts
Learning to use keyboard shortcuts and hotkeys with low vision was a game changer for productivity and managing visual fatigue, because I wasn’t straining my eyes to look for icons or reading menus as often. While keyboard shortcuts and hotkeys can vary between operating systems and applications, I strongly recommend learning to use them for applications like:
- Microsoft/Google Workspace productivity applications
- Learning management systems (e.g. Canvas)
- Web browsers
- Streaming applications and video players
- Calculators and inputting math
- Educational technology applications used in class.
To find a list of keyboard shortcuts or hotkeys, I typically search for “(application name) keyboard shortcuts” online, since I typically can’t see the tooltips on my computer screen with small print.
Related links
- My Most-Used Keyboard Shortcuts For Academic Writing
- Mainstream Technology and Low Vision: Keyboards
- Table of keyboard shortcuts – Wikipedia
- How To Create Custom Keyboard Shortcuts in Windows
Have accessible digital versions of physical media
Although I would spend a lot of time typing in my classes, there was a lot more to capture than just text content or information on the projector. Since I generally find it easier to read digital copies of content instead of physical media, it was important that I learned how to convert physical copies of classroom materials into accessible digital copies I could use. This included strategies like:
- Using an OCR scanner or scanning app to convert print text to digital text
- Taking photos of whiteboards or diagrams to insert into notes
- Using a digital calculator with keyboard shortcuts
- Having copies of textbooks in accessible digital formats
- Reading eBooks
Having accessible digital textbooks was fantastic since I could use tools like Ctrl + F to search for pages or highlight passages directly on my screen. While I typically used an eReader for eBooks, I also would have copies of eBooks from Bookshare on my computer for notetaking or when completing class assignments.
Related links
- OCR Scanner Apps For Low Vision Students
- ScanMarker Air: OCR Scanner Pen for Low Vision
- Five Accessible Calculator Apps For Low Vision
- Ten Questions To Ask When Buying Digital Textbooks
- Mainstream eReader Apps and Low Vision Accessibility
- Why I Prefer My Schoolwork Digitally: Updated Edition
Plan for how to access both fixed and responsive layout files
In high school, the most common file formats I would encounter included Word documents, PDFs, EPUBs, PowerPoint presentations, and the occasional “mystery file” that I could not open no matter what I tried. Learning how to access different types of files on my computer was instrumental in ensuring I could complete my schoolwork on time and submit assignments that my teachers could open on their own devices. This included practicing skills like:
- Learning how to adjust font sizes, line spacing, or other reading settings on Word documents, EPUB books, and similar file formats.
- Practicing horizontal scrolling and using browser zoom or screen magnification to read PDFs, including panning across a screen and using keyboard shortcuts
- Exporting files as Word or PDF documents so teachers could access them
- Taking screenshots
- Converting file formats, e.g. PDF to HTML
- Recognizing accessibility barriers, e.g. too-small text that can’t be enlarged.
This is something that took a lot of practice, especially as I got used to accessing digital materials with low vision and began developing a stronger understanding of my accessibility needs and preferences. But I am glad that I had a chance to practice these skills, because I use them all the time in college and beyond.
Related links
- File Formats For Low Vision and Print Disabilities
- How I Read Research Sources With Assistive Technology
- A to Z of Assistive Technology for Reading Digital Text
- Ten Spooky Inaccessible Assignments For Low Vision Students
Use accessibility settings and assistive technology software
One of the main reasons why I was looking forward to using a laptop in the classroom is because I wanted to have the option to control how I access information, which included customizing options for visual access and having options to listen to content as well. Because I didn’t have consistent access to an assistive technology specialist or a TSVI, I didn’t develop these access technology skills as much as some other visually impaired students I have met, though I often recommend that high school students with low vision check out accessibility settings and AT for computers like:
- Screen magnification programs for enlarging on-screen content.
- Display scaling or adjusting screen resolution.
- High contrast display modes/inverted screens
- Screen readers and/or text-to-speech for listening to content; bone conducting headphones or a single earbud can be helpful when using these tools in the classroom.
- Third-party assistive technology software like NVDA, JAWS, ZoomText, etc. (check before installing on school-owned devices)
- Screen sharing or screen mirroring tools that connect to the teacher’s computer or document camera.
- Simplified reading displays or reading modes for decreasing background clutter.
Was I nervous to use assistive technology at school and have people notice I have trouble seeing? Yes, and for a while I would strain my eyes to read just-barely-large-enough font because I didn’t want people to notice that I needed to read large print.
That said, more people noticed that I had horrible visual fatigue or that I would engage in complex, tedious routines to attempt to use inaccessible technology. People noticed that I was much better at reading and accessing information when I was honest about my accessibility needs with others and with myself. Sometimes I had to answer questions like “why is your screen so big” or “why do you need such big font,” but these questions became less frequent over time.
For students that are still worried about other students seeing their screen, one potential option is to use an anti-glare privacy screen protector for the computer, which makes it difficult or impossible for others in the surrounding area to see what is on the screen. The student using the computer can still see the screen.
Related links
- A to Z of Assistive Technology For Low Vision
- How I Respond To Questions/Comments About My Eyes
- Dealing With Anxiety About Disability Accommodations
- Tips For Improving Confidence About Using Assistive Technology
- Ten Lessons My TVI Taught Me
Plan for fatigue and breaks from screens
Can I use my computer for accessing visual information in all of my classes? Basically, yes.
Should I use my computer for everything and spend the entire day staring at a screen? Probably not.
I remember that I would get annoyed towards the end of the school day because I felt like I should be “more productive” and that I had no idea why I was tired. I was actually experiencing the effects of eyestrain because I had spent so much time reading on screens and accessing everything digitally. While I relied on my computer for accessing a lot of visual information, I also had to learn to plan for visual fatigue and breaks from screens using strategies like:
- Listening to content read with text-to-speech or a screen reader instead of just reading everything visually
- Increasing the font size of documents to avoid straining over too-small font
- Turning on dark mode or high contrast mode
- Taking short vision breaks, which could include closing eyes for a few minutes during class (not during lectures)
- Completing large print assignments when digital assignments are not available/practical
- Wearing tinted glasses or using tinted displays
Learning to use computers with low vision includes learning to manage visual fatigue and cognitive fatigue— I have several posts linked below about these topics below.
Related links
- Activity Ideas For Vision Breaks
- Ten Ways To Reduce Eye Strain From Screens With Technology
- Disability Accommodations For Fluctuating Eyesight
- Wearing Tinted Glasses for Low Vision
More tips for using a laptop in high school with low vision
- Looking for tips on purchasing a laptop for low vision users? Check out Mainstream Technology and Low Vision: Computers and Questions To Ask When Choosing A Laptop For College
- Need ideas for websites or applications that are accessible for visually impaired students? I list several in Websites And Apps Category | Veroniiiica
- Many years ago, I wrote a post about what I wish my high school teachers knew about low vision, which can be found at Dear High School Teacher
- Want more posts about high school filled with resources for visually impaired students or ECC lessons? Browse High School | Veroniiiica
Published August 25, 2017. Updated March 2026